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International Journal of Computer Applications (0975 – 8887)

Volume 119 – No.6, June 2015

29

Effectiveness of Cloud based E-Learning

System (ECBELS)

Divya. P M.Phil(cs) Research scholar,

Department of Computer Science and Applications, SCSVMV University, Enathur.

Kanchipuram

S. Prakasam M.C.A, Ph.D., HOD & Associate Professor,

Department of Computer Science and Applications, SCSVMV University, Enathur,

Kanchipuram

ABSTRACT

Education system is gradually developing due to the

continuous development of technology. E-learning in

universities is very important to deliver the materials to

students and conduct tests. All the materials are stored in

servers and delivered to students. Storing the materials in

servers requires a lot of investment in hardware. Delivering

the contents to the students at anytime and anywhere with less

investment is the main motive of most universities. E-learning

based on cloud computing provides such an environment. In

this research, we proposed architecture for e-learning based

on cloud computing and presents a security issues in cloud

computing, which we have to check before moving e-learning

into the cloud.

Keywords: E-learning, Cloud computing, ICT

1. INTRODUCTION E-learning is commonly referred to the intentional use of

networked information and communications technology (ICT)

in teaching and learning. The growth of e-learning is directly

related to the increasing access to ICT, as well as its

decreasing cost. Cloud computing is becoming an attractive

technology due to its dynamic scalability and effective use of

the resources; it can be utilized under circumstances where the

availability of resources is limited. Cloud computing deliver

services autonomously based on demand and provides

sufficient network access, data resource environment and

effectual flexibility. This technology is used for more efficient

and cost effective computing by centralizing storage, memory,

computing capacity of PC’s and servers. With the tremendous

advantages of cloud computing, we expect this technology to

revolutionize the field of e-learning education [1]. The main

goal of Cloud Based E-Learning System (CBELS) is to meet

the needs of the students such as clarifying the doubts from

trained teachers and accessing materials required for their

academic purpose.

2. LITERATURE REVIEW Mohammed Al-Zoube [2] has presented a virtual and personal

learning environment. It combines a wide range of

technologies and tools for education. The author builds the

proposed environment to support formal and informal

learning, and to enable mashup of various learning services

and applications. The proposed cloud based personalized e-

learning system have three major functionalities: Web-based

course management system (CMS), Personalized Learning

Environment (PLE), Smart Agents.

Faten Karim et.al [3] discussed some of the theories in the

learning field. The author illustrates the building blocks of e-

learning & traditional learning and the emergence of e-

learning. It also describes about the emergence of cloud

computing in e-learning and advantages of e-learning when

implementing in cloud computing.

Dinesh H A et.al [4] focused on rural schools in providing a

quality education. It discusses about the problems faced by

Indian Rural Education Environment. To solve this, the author

proposed advanced technologies and tools like Virtualization,

cloud computing technology, Moodle which help in fixing the

problems faced by them.

D. Kasi Viswanath et.al [5] discusses about the cloud

computing definitions, types of cloud services and cloud

service providers. Web Based Training (WBT) is one of the

advancement of computer technologies which works with the

help of preprogrammed software applications. Cloud based e-

learning has five layers, namely hardware resource layer,

software resource layer, resource management layer, service

layer and business application layer. The expected benefits

and issues regarding the cloud based e-learning architecture

are also discussed.

Table 1.1 Comparative table of existing cloud based

e-learning:

Author and

Title

Functionality Advantage Disadvanta

ge

“E-Learning

in a cloud

computing

environment

”, 2014

IEEE,

Mohammed

Ketel.

It describes

about the

major needs

to which

institutions

need to adapt

and factors

that affect the

adoption of

cloud

computing in

academic

institutions

It presents

advances in

technology

that will

help

pushing E-

Learning in

the cloud,

like an

increase in

bandwidth,

reduced cost

of storage,

virtualizatio

n.

Implementin

g E-

Learning in

cloud

computing

will cause of

management

problems

such as how

to manage

teaching and

learning, the

content

courses, the

examination

and

students.

“E-Learning

system

architecture

based in

private cloud

for

university”,

2014 Journal

of Chemical

It discusses

about the

definition of

cloud

computing,

existing cloud

providers and

proposes a

new

From the

proposed

architecture,

the

advantages

are

virtualizatio

n,

collaborativ

When

coming to

security

related

problems in

cloud based

e-learning,

the proposed

architecture



30

and

Pharmaceutic

al Research,

Wang

Shunye, Liu

Dayong and

Zhang Zijuan

architecture

with 5

systems:

educational

administratio

n, on-line

learning,

teaching

resources,

virtual lab,

and online

communicatio

n.

e learning,

personalized

learning,

computation

al ability

and storage

capability,

cost.

lacks in it.

“A Review

of cloud

deployment

models for

E-Learning

systems”,

2013 IEEE,

Engine

Leloglu,

Tolga Ayav,

Burak Galip

Aslan.

It describes

about the

deployment

models,

benefits with

respect to the

cloud based

E-Learning

systems

solutions and

risks besides

these benefits.

Based on

the different

deployment

models, it

provides

alternatives

to build

cloud-based

E-learning

system.

It provides

to build the

cloud based

e-learning

system

based upon

only three

deployment

models,

however,

debates

about cloud

deployment

models still

have not

come to an

end.

“Enhancing

Cloud based

E-learning

using

Knowledge

Sharing

System”,

2013

International

Journal of

Computer

Applications,

Aruna.R and

S.Prakasam

It proposes a

new

architecture

called cloud

based e-

learning using

the

knowledge

sharing

system. This

architecture

includes open

educational

resources,

mobile

education,

curriculum

development,

etc. It also

discusses

some security

issues related

to cloud

based e-

learning.

The main

advantage

of the

proposed

architecture

is a forum.

It facilitates

the student

to learn

themselves

and shares

their views

& ideas.

It does not

provide any

guidance for

security

issues

related to

cloud based

e-learning.

“A Novel

Approach for

Adopting

Cloud-based

E-Learning

System”,

2012 IEEE,

MD.Anwar

Hossain

Masud and

It discusses

about the

public cloud

environment

and

challenges

faced by the

cloud based

e-learning. It

also proposes

Features are

digital

library,

collaboratio

n, online

storage,

Education

Software As

A Service.

Even the

technologies

are

advancing at

a rapid pace,

the

traditional

educational

methods

cannot be

Xiaodi

Huang

a new

framework

and it consists

of

management

subsystem &

service

subsystem

replaced

with these

new

technologies

.

“Cloud

Based Model

For E-

Learning In

Higher

Education”,

2012

International

Journal of

Advanced

Engineering

Technology,

Prof.Swati

Vitkar

It describes

about the use

of cloud

computing in

higher

education,

and how

students &

teachers can

benefit

through cloud

based e-

learning

The benefits

when e-

learning is

implemente

d in cloud

computing

are access to

applications

from

anywhere

and

anytime,

students are

exposed to

new

technologies

etc.

The

limitations

when e-

learning is

implemente

d in cloud

computing

are security

and lack of

speed of

internet can

affect the

performance

if cloud

based e-

learning

3. ARCHITECTURE OF CLOUD BASED

E-LEARNING SYSTEM The proposed architecture consists of five layers: Learning

Layer, Administration Layer, Resource Layer, Forum Layer

and Virtual Lab. The figure 1.1 shows the proposed

architecture of Cloud Based E-Learning System (CBELS).

Figure 1.1: Architecture of Cloud Based E-Learning

System (CBELS)

Learning Layer: This layer is most important in E-Learning

architecture. The students learn the materials, answers the

question at the end and can able to get the marks of them.



31

Administration Layer: Administration layer manages the

students’ information, teachers’ information and course

management.

Resource Layer: This layer consists of materials regarding to

education, such as reference documents, videos and audios.

Forum Layer: In this layer students can ask questions

regarding their subjects and get answers immediately. Both

teachers and students can answer questions posted in this

layer.

Virtual Lab: Software’s needed by students for their

education are uploaded by the staff’s in this layer.

3.1 Security in Cloud Based E-learning: Cloud security is a set of policies and technologies to protect

data and applications from unauthorized entities. Security is a

primary concern when we are moving the e-learning system in

the cloud.

Information security depends on the three principles of

confidentiality (who has access), integrity (correctness of

information), and availability (ability to access information

and services at appropriate times). These elements constitute

computer security in any context, and they take on new

significance in cloud computing because it depends on third-

party providers. Higher education is subject to regulations

concerning the protection of student records and other data,

and individual campuses tend to be idiosyncratic with respect

to state or local requirements and cultural attitudes towards

risk. In this context, any institution that turns to cloud

computing faces important questions about how information

assets will be safeguarded and what measures are in place to

secure those assets over time [12].

Confidentiality:

Confidentiality ensures that the sensitive data is accessed by

only authorized entities. From the point of e-learning

environment, the students and teachers need the assurance that

they are accessing the e-learning materials in private and the

administration need assurance that any other institution is not

accessing their materials [13].

Integrity:

Integrity ensures that unauthorized entities are not modifying,

creating, appending or deleting the e-learning contents [13].

Availability:

Availability ensures the students and teachers can access the

e-learning contents at any time and any place. The e-learning

contents should be made available to the teachers and students

24/7 [13].

Cloud security involves the same fundamental issues as any

computer security program: restricting access to authorized

users, maintaining the integrity of data, and ensuring the

availability of data and services. When data and services

reside on servers, external to the campus, however,

safeguarding those assets involves additional concerns.

Encrypting data in transit is important, as are the service

provider’s security procedures. Cloud computing typically

uses server virtualization, and if the virtualization isn’t secure,

data from one segment of a server could “escape” into another

area. Frequency and reliability of data backups are important,

as is the recoverability of data in the event of a glitch or data

loss [12].

3.2 Threats in Confidentiality, Integrity and

Availability: The table 1.2 provides an overview of the threats for Cloud

Based E-Learning System categorized according to the

confidentiality, integrity and availability (CIA) [14] & [15].

Table 1.2 Threats in Confidentiality, Integrity and

Availability

THREAT DESCRIPTION

Confidentiality 1. Insider user threats

(malicious cloud

provider or customer

user).

2. External attacker

threats (remote

software attack of

cloud application)

3. Data leakage (Failure

of electronic and

physical transport

systems for e-learning

data and backups)

Confidentiality is an

important aspect in

security concerns, where

the e-learning materials in

the cloud is to be kept as

secret.

Integrity 1. Data segregation

(incorrect

configuration of

virtual machine and

hypervisors).

2. Identity and access

management.

3. Data quality

(Introduction of faulty

application).

Information or data is not

accidentally or maliciously

deleted or changed, and it

should be kept accurate as

in the original form.

Students and teachers need

the assurance that the e-

learning materials are not

modified or deleting it by

unauthorized persons.

Availability 1. Blocking attack

(unauthorized person

gains access over the

e-learning materials)

2. Flooding attack (huge

amount of requests

for a specific service

in the form of small

messages are sent

blocking the entire

service)

3. Weak recovery

(Invocation of

inadequate disaster

recovery)

The reliable information

should be present to access

and modify it by

authorized persons.

Information present in e-

learning servers must be

present for students and

teachers or other

authorized persons on

timely manner for their

work.

3.3 General Requirements for Security in

Cloud Based E-learning System: Confidentiality:

Confidentiality can be achieved through proper encryption

techniques taking the type of encryption into consideration:

symmetric or asymmetric encryption algorithms, also key

length and key management in case of the symmetric cipher.

Actually, it is all based on the cloud provider. It also depends

on the customers’ awareness that they can encrypt their

information prior to uploading it.

Data confidentiality in the cloud is correlated to user

authentication. Protecting a user’s account from theft is an

instance of a larger problem of controlling access to objects,



32

including memory, devices, software, etc. Authentication is

the process of establishing confidence in user identities, while

they are presented to an information system. Lack of strong

authentication can lead to unauthorized access to users

account on a cloud, leading to a breach in privacy [16].

Integrity:

Cloud users should not only worry about the confidentiality of

data stored in the cloud but also the data integrity. Data could

be encrypted to provide confidentiality, there is, however, no

guarantee that the data has not been altered while it resides in

the cloud. A cloud computing provider is trusted to maintain

data integrity and accuracy.

Data Integrity requirement lies in applying the due diligence

within the cloud domain when accessing data. Therefore,

ACID (atomicity, consistency, isolation and durability)

properties of the cloud’s stored data should undoubtedly be

robustly imposed across all cloud computing delivery models.

The cloud model presents a number of threats, including

sophisticated insider attacks on these data properties.

In cloud computing, solution integrity refers to the ability of

the cloud provider to ensure the reliable and correct operation

of the cloud system in support of meeting its legal obligations,

e.g., Service Level Agreements (SLAs), and any technical

standards to which it has to conform. This encompasses

protecting data while it is on the cloud premises, both

cryptographically and physically; preventing intrusion and

attack and responding swiftly to attacks such that damage is

limited; preventing faults and failures of the system and

recovering from them quickly to prevent extended periods of

service outage; and protection of cloud tenants from the

activities of other cloud tenants, both direct and indirect [16].

Availability:

It is very difficult to detect threats targeting the availability.

Threats targeting availability can be either Network based

attacks such as Distributed Denial of Service (DDoS) attacks

or cloud provider availability.

Availability of SaaS application ensures that enterprises are

provided with service around the clock. This involves making

architectural changes in the application and infrastructural

levels to add scalability and high availability. A multi-tier

architecture needs to be adopted, supported by a load-

balanced farm of application instances, running on a variable

number of servers. Resiliency to hardware/software failures,

as well as to denial of service attacks, needs to be built from

the ground up within the application [16].

3.4 Implementing the Architecture of Cloud

Based E-Learning System: The constructed work of Cloud Based E-Learning System

enables the administration to easy management of course

materials. Cloud Based E-Learning System allows the

administration to save cost and allows the students to interact

with teachers and with their friends to clear doubts. It is also

possible to maintain the documents and software’s which are

needed by the students for their academic use.

The Cloud Based E-Learning System has the following

functional units:

Student management

Staff management

Course management

File management

o Document management

o Multimedia management

o Software management

Online test management

Feedback

Figure 1.2: Implementation of Cloud Based E-Learning

System (CBELS)

Figure 1.3: Login

Figure 1.4: File Upload and Download

Figure 1.5: Forum



33

4. PERFORMANCE EVALUATION OF

CLOUD BASED E-LEARNING SYSTEM A study has been conducted to measure the effectiveness of

Cloud Based E-Learning System among the students of

SCSVMV University.

4.1 Population and Sample: To find the effectiveness of Cloud Based E-Learning System

(CBELS), a study has been conducted with the students of

SCSVMV University. Number of respondents based on

gender are shown in the table 1.3:

Table 1.3 No. of Respondents based on Gender

Gender No. of respondents Percentage

Female 143 46.6

Male 164 53.4

Total 307 100

Figure 1.6: No. of Respondents Based on Gender

Table 1.4 Have attended online courses before, No. of

hours spent on computer for educational purposes and No.

of hours spent per week on online for learning based on

gender

Gender

Total Female Male

Have you attend

online course

no 22 59 81

yes 121 105 226

before

No. of hours

spent per week

on online for

learning

<1 23 59 82

15to20 22 35 57

1to5 63 48 111

6to10 35 22 57

No. of hours

spent on

computer for

educational

purposes

<1 65 60 125

1to5 39 77 116

6to10 39 27 66

From the above cross tabulation, the no. of hours spent on

computer for educational purposes, no. of hours spent per

week on online for learning, attend online courses before

based on gender were tabulated in the following manner. 22

female respondents were not attending before online courses,

121 female respondents were attended before online course.

59 male respondents were not attending before online courses,

105 male respondents were attended before online course.

Female and male count was found to be 23 and 59

respondents, were spent <1 hour per week online for learning.

Female and male count was found to be 22 and 35

respondents were spending 15 to 20 hours per week online for

learning. Female and male count was found to be 63 and 48





respondents were spent <1 hour on computer for educational

purposes. Female and male count was found to be 39 and 77

respondents were spending 1 to 5 hours on computer for

educational purposes. Female and male count was found to be

39 and 27 respondents were spending 6 to 10 hours on

computer for educational purposes.

4.2 Hypothesis Tested:

4.2.1 Research Hypothesis (H1): There is a significant difference between the opinions of

students based on before they have attended online course.

Null Hypothesis (H0):

There is no significant difference between the opinions of

students based on before they have attended online course.

Table 1.5 Opinions of students based on before they have attended online course

F Sig. t df

Sig.

(2-tailed)

Mean

Difference

Std.

Error

Difference

95% Confidence

Interval of the Difference

Lower Upper

All the concepts of

e-learning course

were good and well

understandable

Equal

variances assumed

46.957 .000 4.203 305 .000 .631 .150 .335 .926

Equal

variances

not assumed

4.699 178.078 .000 .631 .134 .366 .896

The concepts of c#

programming in e-

learning course were clearly explained

Equal

variances assumed

8.972 .003 1.467 305 .144 .206 .140 -.070 .481

Equal

variances not assumed

1.616 172.195 .108 .206 .127 -.046 .457

130

135

140

145

150

155

160

165

170

Male Female

No. of Respondents



34

Learning materials

used in e-learning

course for the

concepts of c#

programming were good

Equal

variances assumed

32.216 .000 -2.749 305 .006 -.403 .147 -.692 -.115

Equal


-2.440 116.141 .016 -.403 .165 -.731 -.076

User interface of

cloud based e-

learning system was

very interactive with learner

Equal

variances

assumed

58.346 .000 -9.084 305 .000 -1.166 .128 -1.419 -.914

Equal


-7.580 107.009 .000 -1.166 .154 -1.471 -.861

The quality of the

course content was very high in level

Equal

variances assumed

34.764 .000 -8.353 305 .000 -1.094 .131 -1.352 -.837

Equal


-7.245 112.501 .000 -1.094 .151 -1.394 -.795

The concept of

storing e-learning

contents in cloud was good

Equal

variances

assumed

140.461 .000 4.718 305 .000 .801 .170 .467 1.135

Equal


5.698 214.488 .000 .801 .141 .524 1.078

Retrieval of e-

learning contents from cloud was fast

Equal

variances assumed

1.131 .288 -3.553 305 .000 -.476 .134 -.739 -.212

Equal


-3.490 136.642 .001 -.476 .136 -.745 -.206

The concept and

working of forum to

clear doubts was

good

Equal

variances assumed

37.463 .000 -3.379 305 .001 -.403 .119 -.637 -.168

Equal

variances

not assumed

-2.828 107.415 .006 -.403 .142 -.685 -.121

The concept of

uploading and

downloading

documents,

software, audio and

video files was good

Equal

variances

assumed

7.293 .007 -1.379 305 .169 -.177 .129 -.430 .076

Equal


-1.246 119.170 .215 -.177 .142 -.459 .105

Security measures

taken in cloud based

e-learning system

were good

Equal

variances assumed

50.784 .000 1.874 305 .062 .223 .119 -.011 .457

Equal

variances

not assumed

2.338 232.477 .020 .223 .095 .035 .410

The independent sample T-test for the table 1.5 shows that

there is a significant difference between before they have

attended online course and concepts in e-learning course were

understandable, Learning materials used in e-learning course

was good, user interface of cloud based e-learning system was

very interactive with learner, quality of the course content was

very high in level, concept of storing e-learning contents in

cloud was good, working of forum was good, Security

measures taken in cloud based e-learning system were good,

uploading and downloading files was good, concepts of c#

programming in e-learning course were clearly explained. The

significant values of these constraints is less than the fixed

significant value (i.e., p<0.05) [17]. So that null hypothesis is

rejected.

4.2.2 Research Hypothesis (H1): There is significant difference between opinions of students

before and after using the Cloud Based E-Learning System

Null Hypothesis (H0):

There is no significant difference between opinions of

students before and after using the Cloud Based E-Learning

System



35

Table 1.6 Before and After using the Cloud Based E-Learning System

Paired Samples Test

pairs

Paired Differences

t df Sig. (2-tailed) Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Have you used forum in any site

before – the concept and working of

forum to clear doubts was good

.420 1.055 .060 .302 .539 6.976 306 .000

Have you uploaded and

downloaded documents, software,

audio and video files in any site

before – the concept of uploading

and downloading documents,

software, audio and video files was

good

.235 1.198 .068 .100 .369 3.430 306 .001

Have you accessed any site with

security measures before – security

measures taken in cloud based e-

learning system were good

.212 1.074 .061 .091 .332 3.453 306 .001

The parity test has been applied in order to understand the

Effectiveness of Cloud Based E-Learning System (ECBELS).

It is inferred that there is a significant difference exist between

the opinions of students before and after using the Cloud

Based E-Learning System (CBELS).

Since the null hypothesis is rejected, the obtained significant

value of before and after using the forum in Cloud based E-

Learning System is 0.000, the obtained significant value of

before and after using the uploading and downloading files in

Cloud based E-Learning System is 0.001, and the obtained

significant value of before and after using the security

measures in Cloud based E-Learning System is 0.001. These

values are less than the fixed significant value (i.e., p<0.05)

[17]. It informs that the Effectiveness of Cloud Based E-

Learning System (ECBELS) was good.

5. ADVANTAGES OF PROPOSED

SYSTEM The potential benefits of Cloud Based E-Learning are as

follows:

1. Administration need not to purchase and install any

software on the PC, because the software is in online.

2. When e-learning is in the cloud we need not to worry

about the software updates, because the cloud providers

itself upgrades the latest version of the software. So the

students, teachers and administration uses latest version

every time they login.

3. Implementation can be done in a short span of time. Due

to this, the needs of the learner can be given more

attention as compared to IT implementation and

maintenance of infrastructure.

4. Replacement of a server can be done very easily and

rapidly as a clone can be created due to virtualization,

thereby reducing the cloud downtime.

5. By implementing E-Learning in cloud computing, the

university can reduce the investment in large hardware

and software.

6. Cloud computing provides remote collaboration

possibility for students. It breaks the limitation of

classroom, realizes real time communication between

teachers and students or students and students through

virtualization technology.

6. CONCLUSION The concepts of e-learning, cloud computing and threats that

would influence the e-learning system when it is implemented

in cloud computing have been outlined. The significant values

of the parity test show that the implementation of an e-

learning system in the cloud was very effective. By

implementing E-Learning in cloud computing, administration,

teachers and students are benefiting effectively. Cloud

computing would allow the students to access the learning

materials from anywhere and at any time. Students need not to

use memory intensive laptops. The cloud would enable

students to access the materials from any device such as

desktop, laptop, etc., as long as they are connected to the

network. Future research will include two aspects. First, all

the subjects teaching in university will be added in Cloud

Based E-Learning (CBELS). Second, the proposed

architecture will be implemented as mobile app and called as

M-Learning.



36

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IEEE, Mohammed Ketel.

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for university”, 2014 Journal of Chemical and

Pharmaceutical Research, Wang Shunye, Liu Dayong

and Zhang Zijuan.

[8] “A Review of cloud deployment models for E-Learning

systems”, 2013 IEEE, Engine Leloglu, Tolga Ayav,

Burak Galip Aslan.

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Sharing System”, 2013 International Journal of

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Learning System”, 2012 IEEE, MD.Anwar Hossain

Masud and Xiaodi Huang.

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